A systematic quality review of high-tech AAC interventions as an evidence-based practice
| Autor: | Derya Genc-Tosun, Margaret J. Foster, Emily Gregori, Kristi L. Morin, Stephanie Gerow, Ee Rea Hong, Jennifer B. Ganz |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Technology
030506 rehabilitation Evidence-based practice Autism Spectrum Disorder media_common.quotation_subject education Psychological intervention ComputingMilieux_LEGALASPECTSOFCOMPUTING behavioral disciplines and activities Communication Aids for Disabled 03 medical and health sciences Speech and Hearing Intellectual Disability Intellectual disability ComputingMilieux_COMPUTERSANDEDUCATION medicine Humans 0501 psychology and cognitive sciences Quality (business) media_common Medical education Communication 05 social sciences Rehabilitation medicine.disease High tech Augmentative and alternative communication Autism spectrum disorder Evidence-Based Practice Communication Disorders ComputingMilieux_COMPUTERSANDSOCIETY 0305 other medical science Psychology 050104 developmental & child psychology |
| Zdroj: | Augmentative and Alternative Communication. 34:104-117 |
| ISSN: | 1477-3848 0743-4618 |
| DOI: | 10.1080/07434618.2018.1458900 |
| Popis: | Although high-tech augmentative and alternative communication (AAC) is commonly used to teach social-communication skills to people with autism spectrum disorder or intellectual disabilities who have complex communication needs, there is a critical need to evaluate the efficacy of this approach. The aim of this systematic review was to evaluate the quality of single-case experimental design research on the use of high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities who have complex communication needs, to determine if this intervention approach meets the criteria for evidence-based practices as outlined by the What Works Clearinghouse. Additionally, information on the following extended methodological standards is reported on all included studies: participant description, description of setting and materials, interventionist description, baseline and intervention description, maintenance, generalization, procedural integrity, and social validity. The results from 18 multiple-baseline or multiple-probe experiments across 17 studies indicate that using high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities and complex communication needs can be considered an evidence-based practice, although the review of comparison (i.e., alternating treatment) design studies did not indicate that high-tech AAC is significantly better than low-tech AAC. |
| Databáze: | OpenAIRE |
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